Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method StudyFootnote

The reported research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A090085 to the University of Illinois at Chicago. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. We gratefully acknowledge the contributions of our district partners. Portions of this paper were presented at the following conferences: National Association for School Psychologists 2015 Annual Convention and 2016 Annual Convention.

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